“Why I am Chosen as Inclusion Child?”

Listening to Students’ Voice on School Experiences of Inclusion in Indonesia
  • Elga Andriana
  • David Evans
Part of the Innovations and Controversies: Interrogating Educational Change book series (ICIE)

Abstract

Indonesia is a signatory of the United Nations Convention on the Rights of the Child (UNCRC) (United Nations, 1989). Article 12 of the UNCRC emphasises the right of children to have their opinion listened to in all matters that affect their lives. The Indonesia Ministry of Women Empowerment and Children Protection Regulation No 10/2011 on Handling Children with Special Needs (Anak, 2011) calls on the community to respect the views of children with special needs by involving their opinions.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Allodi, M. W. (2002). Children’s experiences of school: Narratives of Swedish children with and without learning difficulties. Scandinavian Journal of Educational Research, 46(2), 181–205.CrossRefGoogle Scholar
  2. Anak, D. B. P. (2011). Peraturan menteri negara pemberdayaan perempuan dan perlindungan anak Republik Indonesia, nomor 10 tahun 2011 tentang kebijakan penanganan anak berkebutuhan khusus. Jakarta: Kementerian Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia.Google Scholar
  3. Avramidis, E. (2006). Promoting inclusive education: From ‘expertism’ to sustainable inclusive practices. In R. Webb (Ed.), Changing teaching and learning in the primary school (pp. 132–146). Buckingham: Open University Press.Google Scholar
  4. Black-Hawkins, K., & Florian, L. (2012). Classroom teachers’ craft knowledge of their inclusive practice. Teachers and Teaching, 18(5), 567–584.CrossRefGoogle Scholar
  5. Booth, T., & Ainscow. M. (2011). Index for inclusion: Developing learning and participation in schools (3rd ed.). Manchester: CSIE.Google Scholar
  6. Carrington, S., Allen, K., & Osmolowski, D. (2007). Visual narrative: A technique to enhance secondary students’ contribution to the development of inclusive, socially just school environments–lessons from a box of crayons. Journal of Research in Special Educational Needs, 7(1), 8–15.CrossRefGoogle Scholar
  7. Coad, J. (2007). Using art-based techniques in engaging children and young people in health care consultations and/or research. Journal of Research in Nursing, 12(5), 487–497.CrossRefGoogle Scholar
  8. Curran, T., & Runswick-Cole, K. (2013). Disabled children’s childhood studies: Critical approaches in a global context. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
  9. Depdiknas, D. M., & Direktorat, P. (2007). Pedoman umum penyelenggaraan pendidikan inklusif. Jakarta: Direktorat Pembinaan Sekolah Luar Biasa.Google Scholar
  10. Dewantara, K. H. (1967). Some aspects of national education and the Taman Siswa institute of Jogjakarta. Indonesia, (4), 150–168. doi:10.2307/3350909CrossRefGoogle Scholar
  11. Florian, L., & Rouse, M. (2010). Teachers’ professional learning and inclusive practice. In R. Rose & National Association for Special Educational Needs (Great Britain) (Eds.), Confronting obstacles to inclusion: International responses to developing inclusive education (pp. 185–199). New York, NY: Routledge.Google Scholar
  12. Hwang, Y. S., & Evans, D. (2011). Attitudes towards inclusion: Gaps between belief and practice. International Journal of Special Education, 26(1), 136–146.Google Scholar
  13. Jones, P., & Gillies, A. (2010). Engaging young children in research about an inclusion project. In R. Rose & National Association for Special Educational Needs (Great Britain) (Eds.), Confronting obstacles for inclusion-international responses to developing education (pp. 123–136). New York, NY: Routledge.Google Scholar
  14. Kaplan, I., Lewis, I., & Mumba, P. (2007). Picturing global educational inclusion? Looking and thinking across students’ photographs from the UK, Zambia and Indonesia. Journal of Research in Special Educational Needs, 7(1), 23–35. doi:10.1111/j.1471-3802.2007.00078.xCrossRefGoogle Scholar
  15. Kurniawati, F., Minnaert, A., Mangunsong, F., & Ahmed, W. (2012). Empirical study on primary school teachers’ attitudes towards inclusive education in Jakarta, Indonesia. Procedia – Social and Behavioral Sciences, 69, 1430–1436. doi:10.1016/j.sbspro.2012.12.082CrossRefGoogle Scholar
  16. Langhout, R. D., & Thomas, E. (2010). Imagining participatory action research in collaboration with children: An introduction. American Journal of Community Psychology, 46(1), 60–66.CrossRefGoogle Scholar
  17. McNiff, S. (2011). Artistic expressions as primary modes of inquiry. British Journal of Guidance & Counselling, 39(5), 385–396.CrossRefGoogle Scholar
  18. Messiou, K. (2008). Understanding children’s constructions of meanings about other children: Implications for inclusive education. Journal of Research in Special Educational Needs, 8(1), 27–36. doi:10.1111/j.1471-3802.2008.00099.xCrossRefGoogle Scholar
  19. Meyer, A., Rose, D., & Gordon, D. (2014). Universal design for learning: Theory and practice. Wakefield, MA: CAST Professional Publishing.Google Scholar
  20. Miles, S. (2011). Exploring understandings of inclusion in schools in Zambia and Tanzania using reflective writing and photography. International Journal of Inclusive Education, 15(10), 1087–1102. doi:10.1080/13603116.2011.555072CrossRefGoogle Scholar
  21. Mockler, N., & Groundwater-Smith, S. (2014). Engaging with student voice in research, education and community: Beyond legitimation and guardianship. Cham: Springer International Publishing.Google Scholar
  22. Nilholm, C., & Alm, B. (2010). An inclusive classroom? A case study of inclusiveness, teacher strategies, and children’s experiences. European Journal of Special Needs Education, 25(3), 239–252.CrossRefGoogle Scholar
  23. Paliokosta, P., & Blandford, S. (2010). Inclusion in school: A policy, ideology or lived experience? Similar findings in diverse school cultures. Support for Learning, 25(4), 179–186.CrossRefGoogle Scholar
  24. Powell, P. J. (2010). Repeating views on grade retention. Childhood Education, 87(2), 90–93. doi:10.1080/00094056.2011.10521451CrossRefGoogle Scholar
  25. Radcliffe, D. (1971). Ki Hadjar Dewantara and the Taman Siswa Schools. Comparative Education Review, 15(2), 219.CrossRefGoogle Scholar
  26. Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The sustainability of inclusive school reform. Exceptional Children, 72(3), 317–331.CrossRefGoogle Scholar
  27. Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. New York, NY: Routledge.Google Scholar
  28. Slee, R. (2013). How do we make inclusive education happen when exclusion is a political predisposition? International Journal of Inclusive Education, 17(8), 895–907.CrossRefGoogle Scholar
  29. Sugai, G., Simonsen, B., Bradshaw, C., Horner, R., & Lewis, T. (2014). Delivering high quality school-wide positive behavior support in inclusive schools. In J. McLeskey, N. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice. New York, NY: Routledge.Google Scholar
  30. Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). Punish them or engage them? Teachers’ views of unproductive student behaviours in the classroom. Australian Journal of Teacher Education, 39(6), 43.CrossRefGoogle Scholar
  31. Thomson, P. (2008). Doing visual research with children and young people. London: Routledge.Google Scholar
  32. Tisdall, E. K. M., Davis, J. M., & Gallagher, M. (2009). Researching with children and young people: research design, methods and analysis. Los Angeles, CA: Sage.CrossRefGoogle Scholar
  33. Väyrynen, S. (2005). Schools of thought: Understanding inclusion and exclusion in education in Finland and South Africa (Doctoral dissertation). Retrieved from British Library e-theses Online Service. (Accession Order No THESIS01217691)Google Scholar
  34. Vlachou, A. D. (1997). Struggles for inclusive education: An ethnographic study. Philadelphia, PA: Open University Press.Google Scholar
  35. Wangsalegawa, T. (2009). Origins of Indonesian curriculum theory and practice: Possibilities for the future (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global (Accession Order No. 3381139)Google Scholar

Copyright information

© Sense Publishers 2017

Authors and Affiliations

  • Elga Andriana
    • 1
  • David Evans
    • 2
  1. 1.Faculty of Education and Social WorkUniversity of SydneyAustralia
  2. 2.Faculty of Education and Social WorkUniversity of SydneyAustralia

Personalised recommendations